UC Center, Paris

One of the oldest traditions in France has been la contestation: a word that can be translated as questioning, entering into a dispute, confronting, protesting, or simply contesting. French history has consequently borne the imprint of this long and lively history. More often than not these movements have been led by the youth, for whom protest was a means to bring about change and right what they viewed as wrong. This course journeys through a number of such movements and investigates what was being contested and why, what was being proposed in its place and why, and what was achieved as a result. The course begins with the French Revolution of 1789. In the 19th century, the course visits the barricades of 1848 and the Paris Commune, where the youth often paid with their lives for their ideals. It analyzes the texts of the thinkers and intellectuals who gave the youth the tools to question the status quo. Following these upheavals, the course continues into the 20th century, when the youth were faced with two cataclysmic wars in which their contestation became synonymous with choice, freedom, and resistance. The course then concentrates on the movement that culminated in the year 1968, when the streets of Paris and other major cities witnessed an unprecedented level of contestation, challenging the all-powerful government of General de Gaulle. Here, too, the course studies the texts that questioned authority. It ends with a glance at the beginning of the 21st century, where the youth—faced with the consequences of globalization, ecological concerns, unemployment at home, and wars beyond their borders leading to major waves of migration—continue to confront and question what they view as unfair and unjust.

This course, the second in our intensive summer language program sequences, with its contiguous course FR23A, is roughly equivalent to the second two quarters or to the second semester on students' home campuses. FR23A and FR23B combined seek to provide students who have some knowledge of the basic skills of speaking, listening, reading, and writing in French the opportunity to expand and improve these skills with an emphasis on new forms of grammar and communicative skills within a French-immersion context. Placement in this course is determined by students' previous experience and the results of a language assessment taken prior to arrival. Course material includes MOTIFS: AN INRODUCTION TO FRENCH by K. Jansma, Heinle, 5th Edition, 2011. Through the FR23AB course sequence, students develop the ability to communicate in spoken and written French and use basic structures of French grammar points and a basic working vocabulary including greetings, leisure activities and sports, vacation time, family structures, schooling and values of the French Republic, the distribution of household chores, environmental protection, cuisine, grocery shopping and eating habits, the workplace, café life, multiethnic society, youth culture, fashion trends, the education system, values, politics, French national identity, the geography and cultural aspects of France's regions, and the geography, music and cuisine of the francophone world. Following the FR23AB course sequence, students should be able to engage in short conversations in French, using simple sentences and basic vocabulary, with occasional use of past and future tenses, on familiar topics and express their basic everyday needs using the present, past, near future, and future tenses, and high-frequency regular irregular, reciprocal and reflexive verbs, in addition to the imperative, conditional and subjunctive moods, subject, object, and relative pronouns, articles, prepositions, possessive and demonstrative adjectives, adverbs, interrogative expressions, negative expressions, idiomatic expressions, expressions of quantity, and time and weather. Through the FR23AB sequence, students reflect upon basic cultural differences as in a variety of French and Francophone contexts, such as varying levels of familiarity/formality, etiquette, cuisine and dietary habits, family structures, commerce and the professional world, etc., as well as in cultural products such as film, performances, news, and music. Assignments include class participation, small group and pair work, role play, games, and individual and group presentations, written exercises and grammar drills, dictation, presentation of cultural products such as songs, films, audio texts, a variety of short and simple texts on cultural perspectives, and writing activities.

This fifteen-week advanced intermediate conversation, reading and writing course is intended to immerse students in the French language and culture through bi-weekly class sessions and occasional instructor-led site visits. The fall semester program teaches listening, speaking, reading and writing with a focus on communication. Students have the opportunity to use everything they learn in class as they go about their daily activities. Students can expect to be able to talk about a wide variety of topics, such as politics, literature, and the arts, as well as activities relating to their daily lives. While students are learning how to speak the language, they continue their introduction to the culture of the French-speaking world. To immerse students in the language, only French is spoken in class. Although students are not expected to understand every word, they should try to follow the gist by paying attention to the context. Students increase their comprehension as the course progresses. By the end of the course, students are able to understand, perform, and possess the following at a level appropriate to a novice-mid learner: understand and use all the verb tenses of high-frequency regular and irregular verbs, including reflexive verbs; use the indicative, imperative, conditional, subjunctive and infinitive moods; as well as use subject, stressed and object pronouns, articles, expressions of quantity, prepositions, possessive and demonstrative adjectives and pronouns, negative and interrogative expressions, relative pronouns, hypothetical sentences and the passive voice, etc; apply the above-mentioned aspects of French grammar (such as verb tense, mode, and conjugation) to written and oral communication; possess a working vocabulary and engage in conversations with an interlocutor in French, using both simple and more complex sentences and vocabulary, with use of past and future tenses as well as conditional and subjunctive moods, on familiar topics and to express their basic everyday needs, as well as on topics relating a variety of contemporary sociological and cultural issues that touch on questions of family structures, the distribution of household chores, housing, health, politics, the education system, leisure activities, the arts, multicultural society, vernacular French, etc., and to discuss themes in contemporary French culture and society; employ the listening strategies and skills necessary to understanding a wide variety of discourse; understand information on French and Francophone culture on the following topics: health and illness, vacation time, family structures, schooling and values of the French Republic, the distribution of household chores, environmental protection, cuisine, grocery shopping and eating habits, the workplace, café life, multi-ethnic society, youth culture, and the geography, music and cuisine of the francophone world; individually and/or collectively present orally information, concepts, and ideas to an audience of sympathetic listeners on a variety of topics; read, understand, answer questions and discuss selected literary and journalistic texts as well as multimedia material; write summaries, dialogues or skits, as well as produce short (2½-3 pages) compositions; reflect upon basic cultural differences as reflected in a variety of French and Francophone contexts, such as varying levels of familiarity/formality, etiquette, cuisine and dietary habits, family structures, commerce and the professional world, etc., as well as in cultural products such as film, performances, news, and music.

This course explores the place of food in art in France, with a focus on the modern and contemporary periods. Throughout the course, representations of food are studied as a means to survey the evolution of French art within a global context, and as significant markers of social, ethnic, and cultural identity. The analysis of these depictions provides the opportunity to learn about dietary and dining customs, habits, and beliefs prevalent in France from the early modern period to the present. The course begins by decoding the archetypal representations of succulent food in the still life and genre painting of 16th-17th-century Holland, which established the conventions of the genre for centuries to come. It then examines how the rise of these previously minor artistic genres in 18th-century France coincided with the birth of French gastronomy. Frivolous depictions of aristocrats wining, dining, and indulging in exotic beverages like coffee and hot chocolate then give way in post-Revolutionary France to visions of austerity and “real life,” featuring potato-eating peasants. The focus then shifts to representations of food and dining in the age of modernity, when Paris was the undisputed capital of art, luxury, haute cuisine, and innovation. The course analyzes how Impressionist picnics and café scenes transgress social and artistic codes. Building on their momentum, Paul Cézanne launches an aesthetic revolution with an apple. Paul Gauguin’s depictions of mangos and guavas speak to his quest for new, “exotic” sources of inspiration, and allow discussion of questions of race, gender, and French colonialist discourse. Drawing from these pictorial and social innovations, the course subsequently observes the place of food and dining themes in the avant-garde movements of early 20th-century Paris, whose defiance of conventional society and art leads them to transform previously comforting themes into troubling ones.  It questions the place of food—or its absence—in art to capture the suffering and violence of upheavals like the Second World War and consider the place of food and dining in contemporary art: from the Pop Art movement’s calling into question postwar consumer society through its representations of mass-produced food; to contemporary creators in a plural and globalized art scene who use these traditional themes to challenge the status and roles of the artist, the spectator, and the work of art itself; to how depictions of food in visual art grapple with multiculturalism in France today. 

This course explores the interconnectivity between the rapid evolution of media outlets and content, the contemporary “banalization” of terrorist and other types of violence, and their fallout over issues related to social justice in France and Europe. The course examines some recent forms of social confrontation and the way these confrontations are channeled on a grand scale through mass media, both old and new. Students interrogate the political, economic, cultural, and psychological implications, as well as the “spectatorship component,” related to the growing, constant sharing of violence over public platforms, and political agendas. Different cases of social controversies are studied and compared as we probe their relevance to some larger, technological, and globalized frames of analysis. The course examines the adjustments political institutions, social bodies, and media actors have practiced when faced with these forms of protest in moments of crisis. The course attempts to understand how, and to what extent, all these altered notions have impacted national, sectorial, and class-oriented identities.

French 53C is the third part of the three-part 53ABC intensive advanced beginning conversation and grammar course sequence. The course immerses students in the French language and culture through daily class sessions and occasional instructor-led site visits. The 53ABC course sequence includes listening, speaking, reading, and writing with a focus on communication. Students have the opportunity to use everything they learn in class as they go about their daily activities. Students can expect to be able to talk about daily life, food, travelling, Paris, and a wide variety of activities. While students are learning how to speak the language, they continue their introduction to the culture of the French-speaking world. To immerse students in the language, only French is spoken in class. Although students are not expected to understand every word, they should try to follow the gist by paying attention to the context. Students find their comprehension increasing as the course progresses. The goal of the 53ABC course sequence is to help students develop the ability to communicate in spoken and written French. By the end of the course sequence, students should be able to understand the following at a level appropriate to a novice-high learner. Engage in short conversations with a sympathetic interlocutor in French, using simple sentences and basic vocabulary, with occasional use of past and future tenses, on familiar topics (such as the academic environment, family, food, and the home environment, habitual activities, memories, travelling and accommodations, facts and beliefs, opinions and emotions, health and illness, friendship, love and romance, etc.) and express their basic everyday needs. Use the present, and use occasionally the past, near future, and future, of high-frequency regular and irregular verbs, use reflexive verbs to talk about their daily routines, use reciprocal verbs, and use occasionally the imperative, conditional and subjunctive moods, as well as use subject, object, and relative pronouns, articles, prepositions, possessive and demonstrative adjectives, adverbs, interrogative expressions, negative expressions, idiomatic expressions, expressions of quantity, and time and weather expressions. Read, understand, and discuss short, non-complex, and highly predictable texts, for which there is contextual/extralinguistic support, on very familiar topics. Write with some accuracy on familiar topics in simple French, using the recombination of practiced vocabulary and structures to construct sentences. Understand basic French spoken by someone who is sympathetic to non-native and beginning students of French on familiar topics, using context and extralinguistic support to determine meaning. Reflect upon basic cultural differences as reflected in a variety of French and Francophone contexts, such as varying levels of familiarity/formality, etiquette, cuisine and dietary habits, family structures, commerce and the professional world, etc., as well as in cultural products such as film, performances, news, and music.

The city and language course introduces students to French history, culture, and language through team-taught instruction. In the “City as Public Forum” sessions, students are introduced to French history and culture through a series of lectures and site visits. Students discover some of the fascinating ways the core principles of social justice were tested in theory and practice on the streets of Paris in the past and explore how they evolved into the pillars of French society today. The course focuses on just how an ideal society should be forged, where all are free individuals and members of a cohesive community at the same time. Trying to make individuals believe—as religions do—in the primacy of the collective, and in its concomitant goal of protecting human rights, is at the core of social justice in France. From 52 B.C.E to today, France has been an exemplar of how—and how not—to construct a just society. To render these values visible, and therefore legible, to all by adding a physical dimension—whether constructive or destructive—to the usual means of establishing laws or setting policies, is what distinguishes the history of France's capital city of Paris. Those who control Paris—be they monarchs, revolutionaries, or presidents, past and present—believe that erecting all kinds of physical structures will render their values concrete and immutable. The ideal French society did not always necessarily mean a democratic or inclusive one. Since the French Revolution, however, institutionalizing the concept of “liberty, equality, and fraternity” has been France's greatest universal achievement and a source of constant upheaval, eliciting a unique form of secular activism that has led to targeting buildings and monuments that no longer reflect the collective's values. Students discuss how the diverse social actors, who constitute “the French,” continue to thrust their bodies and minds into the physical spaces of the public sphere in the pursuit of social justice. In the “Unlocking French” sessions, students learn targeted language skills through situational communication, so they have the opportunity to use everything they learn as they go about their daily activities. Advanced French students will participate in conversation courses on the program’s theme.

This course, the sixth in our intensive summer language program sequences, with its continuous course FR60, is roughly equivalent to the sixth quarter of lower-division French language instruction and an upper-division French composition course on students’ home campuses. FR6 and FR170 provide students who have completed the better part of a university-level second-year French course or its equivalent the opportunity to expand and improve their speaking, listening, reading, and writing skills, as well as expand their cultural knowledge of the French and Francophone world. The course is based on a presentation of advanced intermediate-level forms of grammar, an expansion of students’ working vocabulary, and practice of oral and written communicative skills, with a particular emphasis on their writing skills. Placement in this course is determined by students’ previous experience and the results of a language assessment taken prior to arrival. Textbook and Course Materials for the course include: RÉSEAU: COMMUNICATION, INTEGRATION, INTERSECTIONS, by J.M. Schultz and M.P. Tranvouez,. The FR170 course reader includes : LE CODE NOIR; Louis de Jacourt, TRAITE DES NÈGRES ; DÉCRET D’ABOLITION DE L’ESCLAVE ; Assia Djebar, L’AMOUR, LA FANTASIA ; Mohammed Dib, L’ARBRE À PAROLES; Andrée Chédid; Rimbaud, LE DORMEUR DU VAL; MC Solaar, LA CONCUBINE DE L’HÉMOGLOBINE. Grammar, vocabulary, and cultural topics are discussed, including art, literature, cinema, vernacular French, multicultural society, Francophilia and Francophobia, and France’s role in the European Union. Students engage in class discussions, write summaries, dialogues and essays, in addition to group and individual oral presentations.

This course explores the place of food in art in France, with a focus on the modern and contemporary periods. The course studies representations of food as a means to survey the evolution of French art within a global context, and as significant markers of social, ethnic, and cultural identity. An analysis of these depiction provides the opportunity to learn about dietary and dining customs, habits and beliefs prevalent in France from the early modern period to the present. The course begins by decoding the archetypal representations of succulent food in the still life and genre painting of 16th-17th century Holland, then examines how the rise of these previously minor artistic genres in 18th century France coincided with the birth of French gastronomy. Frivolous depictions of aristocrats wining, dining, and indulging in exotic beverages like coffee and hot chocolate then give way in post-Revolutionary France to visions of austerity and “real life,” featuring potato-eating peasants. The focus then shifts to representations of food and dining in the age of modernity, when Paris was the undisputed capital of art, luxury, haute cuisine, and innovation. Drawing from these pictorial and social innovations, the course observes the place of food and dining themes in the avant-garde movements of early 20th-century Paris. The course questions the place of food—or its absence--in art to capture the suffering and violence of upheavals like the Second World War. The course considers the place of food and dining in contemporary art: from the Pop Art movement calling into question postwar consumer society through its representations of industrialized, mass-produced food; to contemporary creators in a plural and globalized art scene who use these traditional themes to challenge the status and roles of the artist, the spectator, and the work of art itself; to how depictions of food in visual art grapple with multiculturalism in France today.